North Laurel High School
2010-2011 Comprehensive School Improvement Plan
ACTION COMPONENT: Math
Date Approved/Reviewed by SBDM: ________
Priority Need
According to the 2010 NLCB report:
o
64.36% of 11
thgrade students scored below the proficient level in math.
o
70.63% of 11
thgrade students on free/reduced lunch scored below the proficient
level in math.
o
11.11% of students with disabilities scored at the proficient level in math
According to the 2010 ACT report:
20% of 11
thgrade students meet ACT College Readiness Benchmarks in math.
12% of 11
thgrade students meet ACT College Readiness Benchmarks in science.
Causes and/or Contributing Factors
Not all staff use assessment and analysis of student work effectively to
understand how to improve instruction.
Students do not fully understand the academic expectations for proficiency and
classroom success.
A large percentage of students are not equipped with the skills necessary to be
successful upon entering high school.
Instructional time is not yet used ideally to maximize student learning.
Although significant work has been completed in the area of curriculum
alignment and mapping, teachers are not extensively using curriculum documents
to guide instruction.
Current instructional practices are not meeting the unique needs of the
subgroups of students with disabilities and free/reduced lunch students.
Some students are not giving their best effort on state assessments.
SMART Goal(s)
In order to meet the No Child Left Behind AMO goal in math for 2011 (69.91% proficient), by May 2011, North Laurel High School’s NCLB results in math will reflect
70% of the total population at proficient or above; 30% of the students with disabilities subpopulation at proficient or above; 60% of the free and reduced lunch
subpopulation at proficient or above.
By May 2011, 60% of 11
thgrade students 40% of 11
thgrade students will meet ACT College Readiness Benchmarks in math and 25% of 11
thgrade students will meet ACT
North Laurel High School
2010-2011 Comprehensive School Improvement Plan
ACTION COMPONENT: Math
Last Update/Review
SMART Goal:
In order to meet the No Child Left Behind AMO goal in math for 2011 (69.91% proficient), by May 2011, North Laurel High School’s NCLB results
in math will reflect 70% of the total population at proficient or above; 30% of the students with disabilities subpopulation at proficient or above; 60% of the free and
reduced lunch subpopulation at proficient or above.
By May 2011, 60% of 11
thgrade students 40% of 11
thgrade students will meet ACT College Readiness Benchmarks in math and 25% of 11
thgrade students will meet ACT
College Readiness Benchmarks in science.
Strategy / Activity
Monitoring Plan
Expected Impact
Responsible
Person for
Monitoring
Start
Date
Completion
Targeted
Date
Professional Learning
Needs
Resources
Estimated
and/
or Co
sts
Marzano’s Ten Research‐based Instructional Strategies ‐‐‐ Teachers will be asked to comprehensively focus on one specific Marzano strategy each month. Opening Activities ‐‐‐ Must be used in every classroom, by every teacher, every day. When using multiple choice questions, there should be up to three ACT‐like questions provided with the additional requirement that the answer for a designated question be justified. Teachers will develop a system for monitoring student work (student notebook, half‐slips submitted daily, etc.), but answers to OA questions will be presented and discussed daily. Formative Assessment ‐‐‐ Teachers will provide a variety of formative assessments and use the results to adjust instruction. Teachers will record the different types of formative assessments used and any resulting changes to instruction on the Daily Lesson Plan and Reflection form. Learning Targets ‐‐‐ teachers will Strategies will be discussed at PLC meetings; walkthroughs and observations. Departmental PLC meetings will include an analysis of OA questions; walkthroughs and observations. Teachers will collect samples of student work to analyze at PLC meetings. Formative assessments will be discussed and analyzed at PLC meetings; walkthroughs and observations. To enhance student achievement through effective instructional strategies. To provide students access to the entire curriculum and to ensure a balance of content and consistency throughout the department. To identify learning needs and adjust teaching appropriately through differentiation and adaptation of teaching to raise levels of student achievement. Administrators Director of Secondary Education Administrators Director of Secondary Education Nov. 2010 Oct. 2010 Oct. 2010 May 2011 May 2011 May 2011 Embedded professional development through PLC’s and planning periods. None Embedded professional development through PLC’s and planning periods. None None NoneSchool/District
Support
Person(s)
Administrators, Department Chairs, Curriculum CoachLearning Targets in t friendly language on a daily n n be utilized to address specific math skills that students demonstrate deficiencies. All math teachers will complete proficiency checks at the end of each
begin posting studen basis. Teachers will record daily learning targets on the Daily Lesso Plan and Reflection form. ACT Curriculum Review Sheets ‐‐‐ Departments will complete the ACT Curriculum Review Worksheets for their content area. Students will be assessed on commo assessments which will allow teachers to identify instructional areas for re‐teaching ESS daytime tutoring will be initiated to target those students who are struggling in math based on MAP, ACT, and PLAN data. ESS Skill Academies will unit using the IR Classroom Response System. All 9th, and 10th grade students will be assessed using the MAP program three times per year (August, December, March) Administration and use of the Triumph College Admissions software for ACT preparation. The school will continue implementation of Ramp Up Mathematics classes and strategies. Learning targets will be discussed and analyzed in PLC meetings; walkthroughs and observations. Plans/procedures for closing any identified gaps will be developed and assigned in PLC meetings.
Department chairs will keep a binder that contains assessment information to be reviewed during leadership team meetings.
All math teachers of juniors administered a pre‐test, developed by the math department, to identify those students in need of tutoring All math teachers of juniors administered a pre‐test, developed by the math department, to identify those students in need of tutoring. Copies of assessment results will be kept by each teacher for monitoring purposes and used during department meetings to identify areas of achievement gaps. Walkthroughs, classroom observations Research‐based strategy to improve student learning through a clearer understanding of what students know and should know. To examine the match between the content and skills being taught and the knowledge and skills assessed by the PLAN, and the ACT. Student achievement will improve and the gap between identified subgroups (SPED, F/R Lunch) will decrease. Students who do not master the content at a proficient level at specific learning check points will be recommended for ESS services (during and after school tutoring) Student achievement will improve and the % of students meeting benchmarks will increase. Student achievement will improve and the % of students meeting benchmarks will increase. Identify gaps in student achievement allowing teachers to exam teaching practices in order to provide individualized instruction and reteach strategies for targeted students. mprovement of math I Administrators, Department Chairs, Curriculum Coach Administrators, Department Chairs, Curriculum Coach Administrators and Department Chairs Administrators and Department Chairs Administrators and Department Chairs Administrators and Department Chairs Nov. 2010 Nov. 2010 Aug. 2010 Sept. 2010 Oct. 2010 Aug. 2010 May 2011 Jan. 2011 May 2011 April 2011 March 2011 May 2011 Embedded professional development through PLC’s and planning periods. Embedded professional development through PLC’s and planning periods. Ongoing Professional Development None None Embedded professional development through PLC’s and planning periods. None None Stipends (estimated to be $2000) ESS funds ($5000) ESS Funds ($1000) Purchase of additional CPS (Technology Funds ‐ $3000)
ers to nd ques. ty to of strategies. dent ng ncrease Vocabulary to understand mathematical concepts, generalizations to create holistic‐ thinking and repetition to achieve retention and automaticity will be ooms. emphasized in the math classr Incorporate teacher‐to‐teacher observations which allow teach view other teaching strategies a classroom management techni Provides teachers an opportuni gain knowledge in the area differentiated instructional Incorporate Laying the Foundation lessons and assessment for Pre‐AP classes. Walkthroughs, classroom observations Walkthroughs, classroom observations Walkthroughs, classroom observations, automaticity data Walkthroughs, classroom observations Walkthroughs, classroom observations scores and overall stu achievement. Students will improve ACT scores in order to meet college readiness benchmarks in math and science. Implementation of researched‐based math programs as well as proven interventions for struggli students will improve student achievement. Improve basic math skills and students ability to think conceptually with regard to mathematics. Increase differentiated instructional practices. Improve classroom management skills. I school involvement and climate of the faculty. The skills, concepts, and assessment strategies will increase student success in AP math classes and other advanced coursework. Administrators and Curriculum Coach Administrators, Department Chairs and Curriculum Coach Administrators, Director of Secondary Education Administrators, Department Chairs and Curriculum Coach Principal Administrators Aug. 2010 Oct. 2010 Aug. 2010 Aug. 2010 Aug. 2010 Aug. 2010 May 2011 May 2011 May 2011 May 2011 May 2011 May 2011 Embedded professional development through PLC’s and planning periods. Embedded professional development through PLC’s and planning periods. None Embedded professional development through PLC’s and planning periods. None Laying the Foundation Training None (District Funds used to purchase program) ESS Funds ($3500) None Travel and stipends to attend meetings with EKU staff. None PD Funds ($1500)
Implementation and Impact Dat
(Evidence of Implementation a
nd Im
a:
d learning
□
□ NI*
Date Re
Council:
Recommendations:
North Laurel High School
2010-2011 Comprehensive School Improvement Plan
ACTION COMPONENT: Reading
Date Approved/Reviewed by SBDM: ________
Priority Need
According to the 2010 NLCB report:
Causes and/or Contributing Factors
o
47.62% of 10
thgrade students scored below the profi
o
61.04%
cient level in reading.
of 10
thgrade student
level in math.
23.53%
s on free/reduced lunch scored below the proficient
o
of students with
ing to the 2010 ACT report:
ade students meet ACT College Readiness Benchmarks in English.
College Readiness Benchmarks in reading.
struction.
rstand the academic expectations for proficiency and
ith the skills necessary to be
Instructional time is not yet used ideally to maximize student learning.
e area of curriculum
tensively using curriculum documents
unique needs of the
subgroups of students with disabilities and free/reduced lunch students.
disabilities scored at the proficient level in reading.
A large percentage of students are not equipped w
successful upon entering high school.
Although significant work has been completed in th
alignment and mapping, teachers are not ex
Accord
1% of 11
thgr
5
37% of 11
thgrade students meet ACT
understand how to improve in
Students do not fully unde
classroom success.
to guide instruction.
Current instructional practices are not meeting the
Some students are not giving their best effort on state assessments.
SMART Goal(s)
In order to meet the No Child Left Behind AMO goal in reading for 2011 (69.72% pro
ill
reflect 70% of the total population at proficient or above; 40% of the students with disa
mar
ess
ficient), by May 2011, North Laurel High School’s NCLB results in reading w
bilities subpopulation at proficient or above; 60% of the free and reduced lunch
subpopulation at proficient or above.
By May 2011, 60% of 11
thgrade students will meet ACT College Readiness Bench
ks in English and 50% of 11
thgrade students will meet ACT College Readin
Benchmarks in reading.
North Laurel High School
2010-2011 Comprehensive School Improvement Plan
CTION COMPONENT: Reading
A
Last Update/Review
MART Goal:
In order to meet the No Child Left Behind AMO goal in math for 2011 (69.91% proficient), by May 2011, North Laurel High School’s NCLB results
math will reflect 70% of the total population at proficient or above; 30% of the students with disabilities subpopulation at proficient or above; 60% of the free and
duced lunch subpopulation at proficient or above.
S
in
re
By May 2011, 60% of 11
thgrade students 40% of 11
thgr
n math and 25% of 11
thgrade students will meet ACT
College Readiness Benchmarks in science.
Strategy / Activity
Person for
Date
Completion
arning
Needs
Estimated
Resources
ade students will meet ACT College Readiness Benchmarks i
Monitoring Plan
Expected Impact
Responsible
Start
Targeted
Professional Le
Monitoring
Date
and/or Costs
Marzano’s Ten Research‐based with the additional requirement that the answer for a designated question will develop a work Strategies will be discussed at Departmental PLC meetings . earning targets will be iscussed and analyzed in PLC meetings; walkthroughs and observations. To enhance student To provide students access content and consistency throughout the department. esearch‐based strategy to mprove student learning through a clearer understanding of what Administrators Administrators Education Nov. Oct. ov. 010 May 2011 May 2011 ay 2011 Embedded professional None mbedded sional evelopme ugh PLC’s nd planni ods. mbedded professional evelopment through PLC’s and planning periods. None None e Instructional Strategies ‐‐‐ Teachers will be asked to comprehensively PLC meetings; walkthroughs
and observations. achievement through effective instructional Director of Secondary 2010 development through PLC’s and planning periods. focus on one specific Marzano strategy each month. Opening Activities ‐‐‐ Must be used in every classroom, by every teacher, strategies. Education every day. When using multiple choice questions, there should be up three ACT‐like questions provided will include an analysis of OA questions; walkthroughs and observations to the entire curriculum and
to ensure a balance of Director of Secondary 2010
to be justified. Teachers system for monitoring student (student notebook, half‐slips submitted daily, etc.), but answers to OA questions will be presented and discussed daily. Formative Assessment ‐‐‐ Teachers will provide a variety of formative assessments and use the results to adjust instruction. Teachers will record the different types of formative assessments used and any resulting changes to instruction on the Daily Lesson Plan and Reflection form. Learning Targets ‐‐‐ teachers will begin posting Learning Targets in student friendly language on a daily basis. Teachers will record daily learning targets on the Daily Lesson Plan and Reflection form. ACT Curriculum Review Sheets ‐‐‐ Departments will complete the ACT Curriculum Review Worksheets for their content area. Students will be assessed on common Teachers will collect samples of student work to analyze at PLC meetings. Formative ssessments will be discussed nd analyzed at PLC meetings; walkthroughs and bservations. a a o L d Plans/procedures for closing any identified gaps will be developed and assigned in PLC To identify learning needs and adjust teaching appropriately through differentiation and adaptation of teaching to aise levels of student chievement. r a R i students know and should know. To examine the match between the content and skills being taught and the nowledge and skills k Oct. 2010 N 2 Nov. 010 2 May 2011 M an. 2011 J E profes nt thro ng peri d a E d Embedded professional evelopment through PLC’s nd planning periods. d a None Non None
School/District
Support
Person(s)
Administrators, Department Chairs, Curriculum Coach dministrat A ors, epartment Chairs, Curriculum D Coach rs, Administrato Department hairs, urriculum oach C C Ctructional strategies. to ublication. ll 9th, and 10th grade students will be assessed using the MAP program three times per year (August, eetings.
ll ations computer rogram a minimum of two mes per month and will tilize TCA student workbooks ssessed by the PLAN, and the ACT. r classroom se enchmarks in reading and nglish. rincipal and irector of econdary Ed ators nd Curriculum oach , oach ct. 010 ec. 2010 1 None one one Stipen mated e ToolKi ‐ $100 Fu to purchase program) E ) assessments which will allow teachers to identify instructional areas for re‐teaching. Incorporate teacher‐to‐teacher observations which allow teachers to view other teaching strategies and classroom management techniques. Provides teachers an opportunity to gain knowledge in the area of differentiated ins Writing Plan ‐‐‐ A school‐wide Writing Plan will be developed. The plan should outline procedures for teaching and monitoring mastery of the three types of writing: writing learn, writing to demonstrate earning, and writing for p l A December, March) Administration and use of the Triumph College Admissions software for ACT preparation. Continued Implementation of the Reading Revisited program; additional classes will be added during the 2nd semester. m Department chairs will keep a binder that contains ssessment information to be eviewed during leadership eam meetings. a r t Walkthroughs, evaluations, PLC’s
Samples of student writing wi be collected and analyzed at LC meetings. P Walkthroughs, classroom bserv o All junior level core classes (English III, U.S. History, Chemistry, Integrated Math III, and any other class with redominantly juniors) will se the TCA p u p ti u a Student achievement will improve and the gap between identified ubgroups (SPED, F/R Lunch) will decrease. Students who do not maste s the content at a proficient level at specific learning check points will be recommended for ESS services (during and after school tutoring) ncrease differentiated instructional practices. Improve I management skills. Increa school involvement and climate of the faculty. Increase students' reading, writing, and thinking skills.
Improvement of reading and language usage skills nd overall student achievement. a tudents will improve ACT cores in order to meet ollege readiness S s c b E rs ent Administrato and Departm hairs C Principal P D S dministr A a C dministrators Department hairs and urriculum A C C C ug. 010 A 2 Aug. 2010 O 2 Aug. 010 2 Oct. 2010 May 2011 May 2011 D March 201 May 2011 Ongoing Professional Development N N None ds ( sti e to be $2000) Non KASC Writing t None (District nds sedu SS Funds ($3500 Section 6 ($2000)
ments ave evel. r. ESS Skill Academies will be utilized to address specific English and reading skills that students demonstrate deficiencies. Incorporate Laying the Foundation vel ed mmon principal mon pen ent data, ssessment ram as well as proven terventions for struggling tudents will improve tudent achievement.
